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EDUC 250A Introduction to the Profession of Teaching Fall 2010 Instructor: Julia Rheaume Office: 2606G Office Hours: Anytime by appointment Email: Through Blackboard Phone: 342-3204

Classroom: Room 2402 Tuesdays & Thursdays 9:00 – 10:20 AM Sept. 8 – Dec. 7, 2010

Course Overview: Introduction to the Profession of Teaching is intended to be an introduction to matters related to learning and teaching. Thus, it will provide the fundamentals of theory, research and practices relevant to the teaching profession. Participants will explore the complex roles of teachers as professionals in contemporary schools. Participants will become familiar with the scope and expectations of the role of the teacher and the frameworks within which teachers work. Overall, the participants will gain the working knowledge, skills and attributes to enable them to become effective teachers in an educational setting. Note: Credits cannot be obtained in this course if credit has already been granted for EDFX 203. Learning Outcomes (Objectives): 1. Students will acquire the basic knowledge, skills and attributes necessary: a. to improve student learning outcomes; b. to enhance classroom management techniques; c. to better evaluate the learning process; d. to effectively deal with some current issues affecting teaching. 2. Students will improve their communication, teamwork, and presentation skills necessary to be an effective teacher. 3. Students will reflect on “best teaching practices”, and develop their own personal philosophies towards teaching 4. Students will acquire and implement lesson planning skills 5. Students will examine the many realities facing the teaching profession, and explore ideas which will lead to improved teaching and learning conditions. Required Texts: (Available at the RDC Bookstore) 1. 2.

Beauchamp, L. & Parsons, J. (1995). Teaching from the inside out. Edmonton, AB: Les Editions Duval, Inc. Beauchamp, L., McCononaghy, G., & Sanford, K. (1996). Teaching from the outside in. Edmonton, AB: Les Editions Duval, Inc.

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Julia Rheaume


Course Expectations: Assignments and Course Work: •

All submitted work should be typed, double-spaced, free of mechanical (spelling, grammar, punctuation) errors and written utilizing APA format.

Assignments are to be submitted to the course Blackboard by 11:59 PM on the designated due date.

Assignments that are submitted late, without prior approved extension, will be deducted 20% per day late, including weekends, and will receive a mark of zero after 5 days.

If you are in need of an extension, please discuss with the instructor 48 hours prior to the due date. Otherwise, a doctor’s note or equivalent documentation will be required in order to avoid a late penalty.

Course Participation: Attendance and class participation are extremely important. Students will receive marks for class participation which will be based on attendance / exit cards, class tasks and self evaluation rubrics. Evaluation:

(see details below and on course Blackboard)

Assignments (5 worth 5 – 10% each) Quizzes (4 worth 2.5% each) Class Presentation (group) Professional Portfolio Project (start early!) Course Participation (ongoing) Final Exam (December 11 – 17)

30% 10% 10% 10% 10% 30% 100%

The final exam will be based on all material covered in the course including class lectures and discussions, assignments, quizzes, presentations and assigned readings. A variety of question formats will be used for the final. Details will be provided toward end of term. The percentage score will be transformed using the letter grade scale indicated below: Letter Grade A+ A AB+ B BC+ C C-

Grade Point 4.0 4.0 3.7 3.3 3.0 2.7 2.3 2.0 1.7

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% 95% + 90% - 94% 85% - 89% 80% - 84% 75% - 79% 70% - 74% 65% - 69% 60% - 64% 55% - 59% Julia Rheaume

Description of Performance Distinguished Performance Proficient Performance Developing Performance


D+ 1.3 52% - 54% D 1.0 50% - 51% F 0.0 49% and below Grading Descriptor Explanations:

Undeveloped Performance - Pass Undeveloped Performance - Fail

Marks/feedback will be based around the following descriptors: distinguished, proficient, developing, or undeveloped Distinguished means exceptional performance; thoughts are insightful, mature; comments are perceptive; thoughts are well considered; comments made are convincing, forceful; examples chosen are deliberate, relevant; writing is skillfully structured, fluent and very impressive. An "A" indicates insight, perception and reveals a thorough understanding of the course content and subject matter. Proficient means above average performance; thoughts are clear and adept; comments reflect a sound understanding; examples chosen are purposeful and reveal a competent understanding of the material; the student demonstrates competence in evaluating the subject matter. A "B" indicates above average performance and reveals a very meaningful understanding of course content and subject matter. Developing means thoughts are straightforward and adequate. Comments are generalized and understanding is generally clear. Many of the thoughts are conventional; analysis is somewhat limited. The content reflects some understanding but is limited. A “C” indicates the student has a straightforward and a generalized understanding. The references to course content and subject matter are conventional. The material lacks detail and elaboration and needs depth and more details. Ideas are adequate but lack sophistication. Undeveloped means limited knowledge and understanding of course content and subject matter as shown in course work. A “D” indicates that the student did the bare minimum and did meet the criteria expected of the necessary task. A “F” (Fail) means the student did not meet the criteria of the course. Scholastic evidence is not obvious, and students are encouraged to strive to reach a higher level of thinking.

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Tentative Course Activities: Timeline Week 1

Week 2

Weeks 3-5

Weeks 6 6-8

Weeks 9, 10

Week 11, 12

Week 13

Topics/ Activities Introduction - course overview (outline, assignments, dates) - get to know you - characteristics of a successful teacher Interactions - student learning styles - student need to achieve - communication - inclusive education - school systems / school environments Instructional Design - effective instruction (strategies; activities) - planning (year, unit, lesson) - technology

Assessment - questioning techniques - evaluation - assessment techniques - has learning occurred Classroom Management - discipline - classroom layout - rules and routines positive classroom environment Trials and Triumphs - complexity - when kids aren’t learning (Interventions) - surviving the first year - a rewarding career Final Exam

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Reference /Reading Inside: Chapter 1

Inside: Chapters 2, 3

Assessments Assignment #1: So You Want to Be a Teacher Due: Sept. 15

Quiz #1: Sept. 20

Outside: Chapters 3, 6

Assignment #2: Beliefs about students Due: Sept. 22

Inside: Chapters 6, 9, 14

Assignment #3: Learning Activity Due: Oct. 13

Outside: Chapters 1, 5

Inside: Chapters 10, 11,12 Outside: Chapter 2 Inside: Chapters 4, 5, 7 Outside: Chapter 4 Inside: Chapters 13, 15, 16, 17

Quiz #2: Oct. 13 Class Presentation Due: November as assigned Quiz #3: Nov. 1 Assignment #4: Classroom Management Plan Due: Nov. 17 Quiz #4: Nov. 15 Assignment #5: Testing, Testing Due: Dec. 1 Portfolio Due: Dec. 2, 2010

Dec. 11- 17


Note: Please complete the assigned reading prior to class.

Assignments and Course Work For all assignments, please see the course Blackboard for further details and the evaluation rubric. Assignment #1: So You Want to Be a Teacher (5%)

Due: Sept. 15

In Chapter 1 of Teaching from the Inside Out, the authors provide reasons they became teachers and explain what they enjoy about teaching. In a well-organized 2-page paper of between 400 – 500 words, please answer the following questions: •

Why do you want to become a teacher?

What are your beliefs about good teaching?

What kind of teacher do you want to be?

What are your personal qualities and attributes that will help and hinder you as a teacher?

What do you think teaching will be like? (i.e.: What would you compare teaching to?) Explain your metaphor.

Assignment #2: Beliefs about Students (5%)

Due: Sept. 22

“Teaching would be easy if it weren’t for the students”1 and “There is always a learner”2 are two statements made by our texts’ authors that invite reflection regarding personal beliefs about students and how to meet individual needs in a typical classroom setting. Formulate a personal creed of 8 – 10 indicating your beliefs about students and how you, as a teacher, plan to accommodate the myriad of differences that will exist in your future students. Be sure to explore a wide range of differences including cognitive, behavioral, emotional/social and developmental that make each student unique. Assignment #3: My Learning Activity (10%)

Due: October 13

Building on your learning about instructional design, your task is to create a learning activity based on an Albertan Program of Studies learning outcome. You will need to plan all aspects of a 40 to 50-minute lesson including an introduction, activities, closure and assessment. Assignment #4: Classroom Management Plan (5%)

Due: Nov. 17

Establishing a positive learning environment in your classroom requires a lot of forethought and planning. What expectations will you have of your students? Using the 1

Teaching from the Inside Out (1995) p. 11

2

Teaching from the Outside In (1996) p. 59

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template on Blackboard, indicate 3 to 5 classroom rules that you can see yourself implementing as a teacher. For each rule, comment on the rationale, consequences, rewards, implementation, etc.

Assignment #5: Testing, Testing… (5%)

Due: Dec. 1

Create a 15-question test based on the readings from Section 3: Issues Affecting the Teaching Profession (chapters 13 – 17 in Teaching from the Inside Out) and from the “Teaching Quality Standard”. The test must include the following types of questions: (3 multiple choice, 3 true or false, 3 fill in the blank, 5 matching and 1 short answer (i.e. paragraph). For each question, please provide the answer and the page number on which you based your question. Questions should be formulated using the guidelines set out by Parsons and Beauchamps (106, 133-137) about writing test questions. This assignment will be submitted electronically and will serve as a study guide for the final exam. Group Presentation on Effective Teaching assigned)

( 10%)

November (as

Each group of 4 students will present for 30 minutes about one type of effective teaching, as determined by the class. Each group will need to plan and be part of the presentation which should be based on a variety of resources in addition to the textbook. The group will also need to supply the class with a one-page study guide about their topic which includes 3 test questions (multiple choice, fill in the blanks, short answer, etc) and answers that could potentially be used as part of the final exam for this course. Professional Portfolio Project (10%)

Due: Dec. 1

A professional portfolio is a collection of evidence of your professional and personal attributes, abilities and accomplishments. You will create an e-portfolio as a way to collect and store artifacts that demonstrate your competencies. All items therefore must be digitized so they can be posted electronically. All assignments for this course will be included in your portfolio along with the following: • Current Resume (include education, training, work experience, etc.) • Letter of Reference (emphasis on working with children) • Official Documents (evidence of formal training; relevant qualifications o e.g.: transcripts/report cards, degrees/diplomas, certificates, First Aid, coaching, WHMIS, Criminal Record Check, etc.) • Personal Attributes (awards, volunteer work, interests, hobbies, etc.) Participation (10%) Students will be marked on an ongoing basis. Attendance, exit cards, class tasks and self evaluation will all contribute to this mark. Quizzes (10%) Quiz 1: Weeks 1 & 2 on Introduction and Interactions Quiz 2: Weeks 3 to 5 on Instructional Design EDUC 250-A Fall 2010 Page 6

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Sept. 20 Oct. 13


Quiz 3: Weeks 6 to 8 on Assessment Quiz 4: Weeks 9 & 10 on Classroom Management

Nov. 1 Nov. 15 Between Dec. 11th & 17th

Final Exam (30%)

RDC wants you to know:  It is the student’s responsibility to be familiar with the information contained in the Course Outline and to clarify any areas of concern with the instructor.  Any changes to this course outline will be made in consultation with students. A majority vote (51% of the students in attendance) is sufficient for a change.  If you feel you may be eligible for a Prior Learning Assessment and Recognition (PLAR), please refer to the PLAR policy in the RDC College Calendar for a list of excluded courses.  Plagiarism is a serious academic offense. A plagiarism detection tool is used in this course. Students are reminded that all graded work must be their original work. Failure to do so will result in penalties of academic dishonesty. Please see the Student Dispute, Appeal and Misconduct Processes Policy and Standard Practice for information about plagiarism and for any other concerns you may have about this course.  Classroom learning resources may be available to students in alternate formats. Personal Counseling, Career, Learning and Disability Services are provided by RDC; it is the students’ responsibility to discuss their specific learning needs with the appropriate service provider.  The Final Examinations Policy is followed with respect to final exams. Fall 2010 Important Dates: September 16 November 9 November 16 December 7 December 11 – 17 December 23

Last day to register or add/drop Fall or Full year Courses Final Examination Schedule Posted Last day to withdraw from Fall Term and receive a WD. Last Day of Classes Final Exams to be written Final grades available

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Bachelor of Education Chairperson Approval: Date:


Course Outline